POST OCCUPANCY EVALUATION · Evaluate the end product of the completed school facility in terms of its compliance with the MoE guidelines. ... Replace the drain gratings. Post Occupancy

Opus International Consultants Ltd

Auckland Property

The Westhaven, 100 Beaumont St

PO Box 5848, Auckland 1141

New Zealand

Telephone: +64 9 355 9500

Facsimile: +64 9 355 9583

Date: April 2015

Reference: 1-46083.00

Status: Final v15

POST OCCUPANCY EVALUATION

AMESBURY SCHOOL

CHURTON PARK, WELLINGTON

May 2015

Post Occupancy Evaluation - Amesbury School 2 of 23 May 2015

CONTENTS

1 EXECUTIVE SUMMARY ............................................................................................................... 3 KEY RECOMMENDATIONS - MoE ................................................................................................................. 3 KEY RECOMMENDATIONS – AMESBURY S CHOOL ................................................................................. 3

2 BACKGROUND OF THE SCHOOL ................................................................................................. 4

3 THE SURVEY METHODOLOGY .................................................................................................... 5 THE METHOD .................................................................................................................................................. 5

4 EVALUATION ............................................................................................................................... 6 ACCESSIBILITY ................................................................................................................................................ 6 HEALTH AND SAFETY .................................................................................................................................... 7 MODERN LEARNING ENVIRONMENTS ...................................................................................................... 9 SUSTAINABILITY ........................................................................................................................................... 13

5 RECOMMENDATIONS & FINDINGS ........................................................................................... 15 GENERAL RECOMMENDATIONS ................................................................................................................ 15 AMESBURY SCHOOL SPECIFIC RECOMMENDATIONS ........................................................................... 17

6 CONCLUSIONS ........................................................................................................................... 18

7 APPENDICIES ............................................................................................................................ 19 DESIGN SITE PLAN ....................................................................................................................................... 19 DESIGN FLOOR PLAN ................................................................................................................................... 20 CLIENT SUPPLIED INFORMATION ............................................................................................................ 21


1 EXECUTIVE SUMMARY

The Ministry of Education (MoE) commissioned Opus International Consultants Ltd to undertake a Post

Occupancy Evaluation (POE) of Amesbury School, Churton Park, Wellington. The purpose of the review in

accordance with the commissioning brief was to: -

Evaluate the effectiveness of the design and procurement process.

Evaluate the end product of the completed school facility in terms of its compliance with the MoE guidelines.

Evaluate the performance of the completed school as a suitable learning environment.

The evaluation survey aim is to identify the positive and negative aspects of the new school project, and in doing

so contribute towards increasing the effectiveness of future school development projects. The key

recommendations identified have been catergorised into two sections, general and school specific.

KEY RECOMMENDATIONS - MOE

Improve the document management system to provide a digital record of the design and procurement process

from the inception of the project, through to the completion and handover of the Operational & Maintenance

(O&M) manuals. This should be a maintained and accessible system.

Improve the quality assurance procedure for the design and procurement process. This should commence at

the briefing stage, brief sign off stage and through each subsequent stage of the design development process.

Develop a consistent briefing template. This should include specific criteria that relates directly to the MoE

requirements.

Review the ICT design requirements. This should include hard wired systems which are potentially obsolete in

certain circumstances.

Review of the quality and value of post-handover support for user operation of the building systems.

Audit assessments to be undertaken on the final design drawings and specifications before they are

approved/signed off for contractor issue. (Note: Weathertightness and accessibility reviews undertaken with

recommendations not actioned).

KEY RECOMMENDATIONS – AMESBURY S CHOOL

Fence the front boundary to improve safety and security.

Review the operational parameters of the automatic window control system.

Review the maintenance plan to reflect the weathertightness risks.

Remove the trip hazards to the accessible external pathway.

Replace the drain gratings.


2 BACKGROUND OF THE SCHOOL

Construction of Amesbury School was completed in January 2012. Stage one of construction provided the school

with infrastructure suitable for 400 students and 10 learning areas for 250 students. Stage two plans to provide 6

additional learning areas for a total of 400 students. At the time of the survey in March 2015 the school was in its

fourth year of occupation.

Figure 1 - Amesbury School main entry (looking north). Source: MayCroft Construction

The vision for Amesbury School was to provide flexible open plan learning and connection to outdoor spaces with

natural daylighting and clear sightlines between spaces. Thirteen specific principles were developed by the

Establishment Board as the vision of the school to be reflected in the design:

Flexibility of the size of learning spaces

Optimised potential of sunlight and mitigation of negative aspects of climate and weather

Ecologically responsive

Community friendly

Functionality driving the design but with a sensitive interior

Vistas for all learning areas

The staffroom being a recreation space with oversight of the outdoors

Areas for teacher professional development and cooperative planning

Appropriate landscapes that support leaning

Modern but long life materials

Light and airy learning areas with good sightlines

Centrally located library and learning resource area

IT integral for teaching and learning

The principles have generally been achieved and the design has received a 5-star NZ Greenstar Grade signalling

“New Zealand Excellence”. The design encourages open and positive interface with the community, incorporating

Council community facilities within its multipurpose hall space and sited such that neighbouring properties

overlook the school at each boundary.

The school buildings are orientated in the north-south direction allowing solar gain to indoor spaces and forming a

central courtyard. Playing fields and hardcourts are to the east of the buildings, with the main entry to the south.

The two main hubs containing the learning spaces are single storey, with the central Administration Space and

Library Space containing a Staff Space above (see the white and black building with glazed upper wall in Figure 1).


3 THE SURVEY METHODOLOGY

THE METHOD

The evaluation methodology is based on the UK Building Research Establishment (BRE) early stage POE

methodology combined with specific MoE design requirements, covering the complete procurement process from

inception to completion. The three main assessment criteria used for the investigation are Process, Product and

Performance.

PROCESS

This aspect of the POE seeks to answer how well the project performed using both a generic construction

industry assessment framework and the MoE’s design requirements. The information will be collated from

contract documentation provided by the MoE and interviews with MoE project representatives.

PRODUCT

This aspect of the evaluation seeks to understand the extent to which the facilities meet the core elements of the

MoE design requirements.

PERFORMANCE

The final element of the evaluation seeks to determine the contribution that the facilities make towards the MoE

goal of excellent educational outcomes. Three key elements of this assessment are functionality and fitness for

purpose.

The information gathered under the assessment criteria is then collated and grouped under four main headings: -

Accessibility

Health & Safety

Modern Learning Environments

Sustainability

Figure 2 – Outside Block B adjacent playing fields.


4 EVALUATION

ACCESSIBILITY

Positives: -

Site has level access with a variety of surface materials.

Pedestrian route throughout with accessibility ramps and

marked crossing from the road through the car park.

Entrances are easily accessible from level access car

park/entrance to school.

Large speed humps effectively mitigate traffic speed. Bike

parks are provided. Scooters are accommodated by post

construction installation of scooter park facility funded by

parents.

Student work spaces are provided separate to the general class

space throughout. Students use spaces throughout the school,

working everywhere.

Toilets are present in each learning group area.

There are wheelchair access toilets in each space and in the

hall.

School reports reception is working well, and the area is used

by students for independent work.

Dual entrances to the reception area.

Parents don't tend to use reception space - gravitate towards

hub/class space.

Kitchen/refreshment facilities provided in reception.

Car park is generally well lit, however requires external service

provider to change the BMS operation of the lights for daylight

saving.

Figure 3

Figure 4

Negatives: -

High dependency space at the southwest corner of Block A is

used as a store room and thus redundant - unable to access the

facility.

The High Dependency Space had no visible emergency call

button.

The High Dependency Space had no visible emergency general

power outlet for connecting to a hoist.

No clearly defined main reception entrance or exterior

signage.

Figure 5


Kitchen facilities within reception are on the main circulation

route through the building - they are not recessed and are not

sutiable for all users as highlighted in the accessibility report.

Potential hazard. See Figure 6.

Sight impaired student sometimes struggles with step to north

of Block A (step retroactively painted yellow). Ramp required.

Sink/wet area facilities in Block B (vinyl lined) are on main

accessible route through building, which are a slip hazard. The

wet areas are the entire width of the circulation spaces.

Car parking – user perception is that occasionally there are an

insufficient number of spaces when very busy. No off-site

parking available. Staff anticipate the requirement for

additional parking when expansion (to school of 400

students) occurs. Drop off and pick up zone (particularly rainy

days and winter) very congested.

Scooter park is insufficient for number of students who use it.

Bicycle storage is at front of property and in view of and

accessible from the main road. Large metal hoops are not ideal

and due to this many bicycles were lying on the ground. See

Figure 7. The bicycle park to the west of Block A (adjacent

maintenance shed) is unused, and not visible from school

entrance - no signage.

Figure 6

Figure 7

HEALTH AND SAFETY

Positives: -

The school reported general satisfaction with health & safety

aspects of the design.

Building services have been installed in accordance with

standard practice without undue protrusion into hallways or

escape routes. See Figure 8.

RCD protection has been installed on power circuits accessible

for use by students.

PA system is installed which is used for emergency only.

Underfloor heating is effective for thermal comfort.

Mechanical ventilation is installed within toilets.

Extract ventilation is provided within the dedicated printer

bay.

The school is surrounded by hills with residential properties

overlooking the grounds. Neighbours have been vigilant with

strangers entering school, and have advised staff at the time

this occurs.

Figure 8

Figure 9


No active security system in use at the school, night lighting is

permanently on around the exterior of the building. Only

minor vandalism has occurred since the school has been

operational.

Fencing provides separation from a waterway to the north of

the site. See Figure 10 of west boundary.

Staff report entrances are generally secure - minimal problems

with this aspect. External after hours lighting has made

visibility to school entrances very good after hours.

Staff Space overlooks the central courtyard and front car park.

Figure 10

Negatives: -

Rainwater grate with excessively wide gaps at the school

entrance area and playground. Possible trip hazard. See

Figure 11.

Wet areas have been incorporated into circulation space.

Possible slip hazard.

Concrete step (which appears to be a post-design addition to

mitigate deficiencies in accessibility) adjacent to the rear exit.

Potential trip hazard, particularly to sight impaired users. See

Figure 12.

Projecting service outlets at low level in the Multipurpose Hall

Space.

The under-bench water heaters are accessible at low level.

Possible burn hazard.

Recessed timber bollard lights around car park have been

permanently shut off as they were identified as a nuisance to

residents at neighbouring properties. Possible safety and

security hazard. See Figure 13.

High level windows are fitted with electric window openers

operable through wall mounted switches. User education is

required for use of the windows to facilitate fresh air supply

from outdoors during summer and winter.

Some windows (e.g. south façade of gym) open out from top.

They protrude out of building at student head height, posing a

possible hazard.

During holidays there has been issues with the automatically

controlled (BMS) windows occasionally opening (due to

settings versus the internal environment), leaving the

buildings unsecured and requiring the principal/staff to

return to the school to rectify this.

Reception has no visibility to the front of the school with no

way of monitoring visitors unless they report voluntarily.

No fencing to the road frontage boundary/entrance and

between playing fields and car park. See Figure 15.

Figure 11

Figure 12

Figure 13

Figure 14


No gates to secure the maintenance area to prevent access to

service pits and equipment. See Figure 9.

Main playing field area is not visible from the Staff Space

despite entirely glazed walls to north and south (fields are east

of this room). From the south deck the central courtyard

(between hubs) is overlooked.

Principal chose to relocate to the shared office with other staff

to allow better oversight and connection with/accessibility to

students.

Smoke check doors (no smoke seals evident) with closers are

permanently fixed open.

Figure 15

MODERN LEARNING ENVIRONMENTS

Positives: -

Heating is underfloor water-based. Boiler starts up well before

school (earlier than 7am). Underfloor heating is very effective

– 18°C set point now, changed from original 22°C set point -

this is generally a comfortable level. Control of boiler on/off

time is available with 3 control zones. There is the ability to

shut off one or multiple sections (blocks) of school.

User flexibility – high level programming ability available to

Principal. Easy enough to set heating - holidays programming

is set, then it is overridden on day to day basis if required.

The buildings enjoy a good degree of natural cross flow

ventilation. Opening windows exceed the minimum

requirements of the New Zealand Building Code (NZBC) of

5%. High level windows are provided to expel rising warm air

layers. The fact that certain windows are controlled through

carbon dioxide sensing is an advantage.

Hot water is available where required. Hand wash basins are

provided with automatic shut off tempered water.

The lighting levels were measured at about 350-450 lux in

room corners away from natural light - an appropriate level.

Daylighting is very good with generously sized glazed

windows. Lighting level measurements within 2 to 3 metres

from the window facades were about 1000 lux.

General power outlets have been installed as required for

teaching spaces and administration areas. Power outlets have

also been installed above bench levels where necessary to

facilitate access and use. See Figure 17

Generally sufficient numbers of general power outlets are

provided within the teaching spaces, admin and circulation

areas. It was observed that laptops and tablets are being

charged using one or two power points connected to splitter

boxes. See Figure 17 and Figure 18. Up to 10 laptops are

charged in this way. This was discussed and it would seem to

Figure 16

Figure 17

Figure 18


be a school preference. The school did have a “computers on

wheels” unit (COW) for charging of laptops.

Benches and water outlets well provided for within designed

wet areas. These appear to be used to full capacity in senior

space.

Covered walkway is provided between buildings. See Figure

19.

Covered outdoor learning spaces are easily accessible and are

generally located directly outside teaching spaces. See Figure

20.

One drinking fountain per two classrooms provided. Made

from stainless steel.

The operable walls between classrooms provide flexibility and

transparency between spaces. Walls are generally always left

open.

Multipurpose Hall storage spaces for gym equipment are well

provided. Selected materials are hard wearing and easy to

maintain. Sprinkler heads are protected by wire mesh.

Multipurpose Hall is reportedly well used from 3.30pm

onwards. The hall is available for community activities -

income from this is additional funding for school. The school

received additional council funding to increase the

multipurpose hall facilities for use as a community centre.

Library well used by students. Accessed from reception makes

the library a focal point. Library is multipurpose. Students are

able to check out books themselves unsupervised. Big sets of

library books are stored elsewhere (in the Koru Hub). Mobile

book shelves can go to hubs. Students have been using library

as "local library" after school as they can use and check out

themselves. See Figure 21 for a view of the library.

Excellent use made of site wide Wi-Fi.

Each student has a Chromebook - school owned. Charging

stations were initially used but impractical- instead the

Chromebooks are charged via power outlets.

PA system - didn't have one initially, but installed for

emergencies after opening. Not used for normal messages.

"Bell minder" used for end of intervals - adjustable by

software.

Teacher Work Spaces were large and had shelving and work

space for each teacher.

Figure 19

Figure 20

Figure 21


Negatives: -

Wet areas poorly located - too far from the learning area.

School had worked around the problem by installing their own

waterproof vinyl (loose laid) to one teaching space, becoming

the dedicated area for related tasks. See Figure 22 and Figure

23.

Wet areas are insufficient - too much carpet, not enough vinyl.

Generally one wet area for two class groups is less than half

the MoE requirements. See Figure 29.

Lack of storage. Insufficient provision generally throughout

school, and in the teaching spaces specifically. See Figure 24.

High level windows in learning spaces, corridors and access

ways are operated automatically through carbon dioxide

sensors, however we understand that the control system may

not have been programmed correctly. Varying carbon dioxide

levels cause the windows to operate erratically, operation is

too loud and is disruptive to teaching/learning environment

so has been turned off. Adjustment required

Windows consist of top louvres and central height larger

opening panes, many of which are sash type. It was noted that

the top window louvres in the hall/transition routes were not

open at the time for survey and the state of ventilation in those

are was "stuffy" and markedly different from the teaching

spaces themselves.

Staff are unable to modify the BMS programming to suit

changing operational needs. External contractors have been

necessary on repeated occasions to adjust – costly.

The smoke detectors and lights within the multipurpose hall

space require protective guards to be fitted and the detectors

secured properly to prevent damage. See Figure 25.

Several toilets are without access to natural ventilation.

The work area for the principal and staff suffers from excess

solar gain, requiring them to relocate to the meeting room

(previously the principal office) on occasion.

Insufficient meeting room space. Current meeting room was

originally principal and deputy offices. An operable wall was

requested post-design to provide an additional meeting/group

work area in this space, however this is now considered

surplus to requirements.

Times when covered walkways and canopies are ineffective

due to combination of wind and rain.

Minimal (insufficient) seating was observed to the covered

outdoor learning areas. Outdoor seating was provided mainly

in exposed outdoor areas. See Figure 26.

Figure 22

Figure 23

Figure 24

Figure 25

Figure 26


The covered outdoor learning spaces are generally used to

shelter mobile storage cabinets for students’ shoes and other

equipment. See Figure 27.

No drainage laid adjacent to drinking fountains, and

mildew/moss was observed to be beginning to grow on

pavement around fountains.

Storage behind movable whiteboards adjacent to student

storage space within the teaching spaces was generally

unused.

Student storage space located within teaching space for 25

students has 12 bag specific shelves provided. Some too high

for students to access – requiring stools. See Figure 28.

No space provided for laptop/tablet storage and charging in

design. Power outlets for device charging reportedly generally

satisfactory in number, but placement not ideal. See Figure 20

Had to purchase new wireless access points - needed the next

iteration /standard up from what was installed originally to

provide compatibility with Chromebooks. Initially the school

used hardwired, but now use Wi-Fi almost exclusively. Now

not using interactive data projectors - buying less expensive

ones where needed, and use apps on Chromebook to facilitate

learning instead. The school is now buying less "gadgets" and

trying to implement software apps, etc. into learning instead

to save on cost.

Dome tents are used (indoors) for students who need areas

with less distraction, separation and monitoring by the

teacher.

Multipurpose Hall Space is not connected to paved/court

areas and fields. Opens out to car park boundary and

maintenance area.

Insufficient protection to light fittings and smoke alarms on

Multipurpose Hall Space ceiling - evident due to one damaged

smoke alarm hanging from wiring.

No gym change area facilities provided near/in Multipurpose

Hall Space.

Teacher Work Spaces lack visual connection to student areas.

Staff report heat issues due to solar gain. It was observed that

teacher workspaces were fairly large and had shelving and

work space for each teacher. See Figure 30

BMS as a learning resource, the interactive screen doesn't

have enough information for students - they can’t find "their"

hub and see the various states.

More cabling installed than needed for future proofing. Wired

data outlets not used much throughout school - used in office

only. For everything else (printing, etc.) wireless is used.

Figure 27

Figure 28

Figure 29

Figure 30


SUSTAINABILITY

Positives: -

Heating system is appropriately zoned and controlled and

achieves an energy efficient environment.

Water supply fixtures provide adequate pressure while

minimising water use.

Water supply has adequate isolation valve systems that enable

maintenance and alterations.

Services have adequate access for maintenance

BMS monitors water/power usage.

Paths are generally easy to maintain with minimal localised

flooding.

Workable gardens are provided and planted with non-edible

plants.

BMS heating initially set too high - power bill reduction of

30% per annum achieved due to flexibility in the system to

accommodate the lowering of heating set point to 18°C from

21°C.

Figure 31

Negatives: -

After hours use areas cannot be measured separately for

energy use.

Whilst the majority of light fittings are fluorescent, there are a

small number of 50W halogen fittings within the visitors

waiting area adjacent to reception. LED replacement should

be considered for longer life. Some fittings are located such

that they would be difficult to maintain.

Insufficient overhangs to control glare from sunlight. Lack of

soffit overhangs at eaves exposing cladding. See example of

minimal overhangs in Figure 32.

As identified in the weathertightness report, inward sloping

roof areas, rainwater outlets and internal gutters are

particularly vulnerable to failure.

Windows without external sills allow water to run down the

face of the external cladding resulting in premature failure of

the fabric and increasing operational costs. See Figure 33.

Failing paintwork to the rafters of the covered outdoor areas

on Block A. The cause appears to be water penetration through

the UPVC roofing fixings and potential poor finish quality of

paintwork. See Figure 34.

The brown wooden panelling system is poorly detailed. The

exposed transom framing is fixed square to the panel with an

exposed joint. The dark colour of the cladding will promote

Figure 32

Figure 33


thermal movement causing the joint to open. Combine this

with the lack of rain protection afforded by sills and eaves

means that this is likely to become a maintenance issue.

Poor workmanship by the fixing of external trims with

adhesive instead of more durable mechanical fixings.

Subsidence was occurring, apparently due to decomposing

organic material. MoE have employed surveyor to make

regular visits to check.

Minor damage to external cladding on panels around

openings - e.g. that of Figure 35.

Cost to maintain infrastructure with grants for 150 students

means 80% of the operations grant is spent on property

maintenance costs. School must find the shortfall to maintain

the property (due in part to the budget having to maintain

infrastructure for a school of 400 students at present, but only

funded for the current number attending). There is concern

about maintenance to comply with warranties (i.e. building

wash). Grounds maintenance also very expensive.

Greenstar requires a lot of automatic control - however staff

require manual control to get appropriate lighting levels so

this was instituted. Changes made to manualise the lights

(switches installed locally for example).

Principal/Staff must get a contractor in to have BMS modified

or to change settings which is expensive - more accessibility

for BMS required.

Staff have found BMS user guide is not particularly useful.

This has instead been used more to find out which contractor

is required to get information.

The external sliding doors are already starting to fail. The

runners and guides are prematurely failing or going out of

adjustment making them difficult for students to open. Door

maintenance will become increasingly expensive. Door type in

Figure 36.

Rubbish provided are not in use due to school take home

rubbish policy, so bins have been sealed or removed. See

Figure 37.

Figure 34

Figure 35

Figure 36

Figure 37


5 RECOMMENDATIONS & FINDINGS

GENERAL RECOMMENDATIONS

5.1.1 DOCUMENTATION MANAGEMENT:

The MoE project procurement process should include the adoption of a rigorous document management system.

All documentation from the inception of the project, through to the completion and handover of the Operational &

Maintenance (O&M) manuals are to be correctly filed and archived. Live documents, warranties etc. should be

passed to the school managers and maintained to provide continuity of the records once the premises go into use.

BENEFIT:

Failure to adequately manage the documentation prevents effective audit, without which lessons cannot be learnt,

with the inevitable consequence of repeated failures. Comprehensive and accessible information also allows the

property users to operate the building as intended.

FINDINGS:

It is essential that there is continuity between the stated requirements of the final design brief, the final design

approved for construction and the completed build. The fact that there are areas of divergence between what the

Ministry of Education (MoE) guidelines require and what was constructed at this school indicates that the principle

of a documented and fully controlled design and procurement process has not been adhered to as well as it might

have been.

5.1.2 DESIGN CONTROL:

A quality assurance procedure should be adopted for the design and procurement process. This should commence

at the briefing stage and brief sign off and through each subsequent stage of the design development process. E.g.

Brief sign off check

Master plan & concept stage design sign off

Developed design stage sign off

Detailed design stage sign off.

BENEFIT:

Poor designs & specifications would not get through the screening process, resulting in lower operational costs and

more consistent design solutions that meet the needs of the end user.

FINDINGS:

The documentary evidence provided for the design stages does not provide a record of discussions that have resulted

in the outcomes.

5.1.3 DESIGN BRIEF:

The brief must be consistent with the MoE design criteria. Project briefs to be signed off after they have been subject

to a compliance audit.

BENEFIT:

The quality of the briefs will be consistently higher, the audit check will ensure compliance with the MoE

requirements and reduce the cost for retrofitting.


FINDINGS:

It is essential that the operational requirements of a school are correctly interpreted in the design brief. Failure to

fully engage the designers with the operational needs have resulted in inadequate briefing and design outcomes that

are not consistent with MoE requirements.

The school management team were pleased with their new school, but inconsistencies existed between what they

required from the facility as opposed to what had been provided. Whilst it is acknowledged that the current

management team were not instrumental throughout the process stage of the new school project, significant

compromises were obvious. The use of the very expensive high dependency space as a store due to lack of general

storage is a case in point, together with the purchase by the school of vinyl sheeting to provide a wet area in a

classroom due to the poorly located wet area provision, highlights failures and poor design outcomes.

5.1.4 IT PROVISION:

Review the requirements for the provision of computer networks within schools. Extensive hard wired systems are

potentially obsolete in certain circumstances. Consideration to be given in the MoE guidelines for the charging of

laptops, tablets and similar electronic teaching aids.

BENEFIT:

Project cost reduction.

FINDINGS:

Technological advance associated with adopting the

latest cutting edge product solutions versus the security

of choosing the tried and tested is a risk based decision

that usually requires research and specialist

assessment. The provision of the hard wired IT network

infrastructure and the reality that the school uses Wi-Fi

almost exclusively is a missed opportunity to spend

financial resources more effectively. The decision

making process in specialist areas will require greater

expertise and design direction.

5.1.5 DESIGN AUDIT:

Audit assessments must be undertaken on the final design drawings and specifications before they are

approved/signed off for release for contractor issue.

BENEFIT:

Design errors and non-compliance will be identified and mitigated, raising the standard of the build and reducing

operational costs.

FINDINGS:

Based on the information received, the school design was subject to audits for weathertightness and accessibility.

The accessibility report and weathertightness report recommendations have not been actioned in the construction.

The weathertightness report did not take place until after the issue of the construction drawings. The absence of

detailed design drawings makes the evaluation difficult but site observations support this conclusion.

This school has examples of poor prioritisation in terms of allocation of expenditure. Additional costs were incurred

to provide complex roof forms, whilst economies were made in the quality of window and door systems. A lift serving

one space for the staff does not represent best value. Components and elements will struggle to achieve their life

expectancies without increased maintenance costs.

Figure 38 - Extensive use of Wi-Fi enabled laptops.


AMESBURY SCHOOL SPECIFIC RECOMMENDATIONS

5.2.1 DOCUMENTATION ARCHIVAL:

That the MoE identify the location of the documentation and keep this on file (digital archive) for reference, and

also provide this to the Opus assessment team.

FINDINGS:

We are currently unable to assess the design & procurement process due to lack of available information.

5.2.2 ROAD SAFETY FOR STUDENTS:

The front boundary should be fenced.

FINDINGS:

At present there is no physical barrier to restrict

student access to the road.

5.2.3 ACCESS CONTROL:

Monitoring access, whether by directing all movements through a control point, such as reception or by a physical

barrier preventing unwelcome intrusion.

FINDINGS:

As regards security, the school management are currently unable to monitor who enters and exits the premises.

There is no oversight from reception to the school main entrance, which is also not clearly defined.

5.2.4 WI-FI IMPLEMENTATION:

Use this school as a benchmark to analyse how Wi-Fi can be effectively used in future schools and what the minimal

requirements are for hard wired and Wi-Fi networks.

FINDINGS:

Amesbury School relies almost entirely on Wi-Fi for connectivity. As a consequence, wired outlets are not used other

than for photocopying and providing connectivity to Wi-Fi routers. This is an important issue to note and

consideration should be given for revising the MoE requirement for fixed data outlets in teaching spaces.

5.2.5 IT PROVISION FOR EVERYDAY USE:

That the charging of laptops, tablets and similar teaching aids be addressed in the MoE guidelines for an appropriate

and consistent approach, such as clusters of power points and USB outlets for charging of laptops and tablets for

each class group.

FINDINGS:

Generally sufficient numbers of power points are

provided within the teaching spaces, admin and

circulation areas. It was observed that laptops and

tablets are being charged using one or two power

points connected to splitter boxes. Up to 10 laptops are

charged in this way. This was discussed and it would

seem to be a school preference. The school did have a

computers on wheels unit "COW" for charging of

laptops.

Figure 39 – Lack of front barrier fence.

Figure 40 – Tablets charging in learning areas.


5.2.6 ENVIRONMENTAL CONTROL OF MODERN LEARNING ENVIRONMENTS:

Review the automatic window control system and adjust this to be less sensitive to reduce disruption to occupants.

FINDINGS:

Automatic window controls are too sensitive causing continuous operation of the windows actuators in response to

the control signal. The effectiveness of the automatic window control system is poor. The school have already

resorted to switching this system off.

5.2.7 MAINTENANCE PLANNING:

The school should update its maintenance plan to

mitigate issues identified in the weathertightness

report.

FINDINGS:

Overly complex and potentially higher risk designs,

such as inward sloping roof areas and exposed timber

cladding, means that the structures are more

vulnerable to water penetration and means that more

frequent monitoring of the building fabric is required.

6 CONCLUSIONS

The school is visually pleasing, its location and orientation on the site is excellent with the natural topography

providing a sheltered external environment. This has the added benefit of an externally enclosed space with the

natural protection this affords the students, while limiting the potential for uncontrolled solar gain.

The school management team expressed satisfaction with the school as a learning space for students. They

particularly liked the openness of the design. The initial impression gained by visitors is a well presented school in

its fourth year of occupation that was standing up well to the school environment.

From the perspective of the post evaluation process, however, there were clear shortcomings in the design and its

execution, some being minor and some more significant. This points to partial failure in the design and procurement

processes.

The evaluation process was hindered in three key areas: -

The current management team did not form part of the design & procurement process.

The unavailability of the MoE project manager due to their departure from the MoE.

The lack of documentation available relating to the school design & procurement process.

Figure 41 - Overly complex designs.


7 APPENDICIES

DESIGN SITE PLAN


DESIGN FLOOR PLAN


CLIENT SUPPLIED INFORMATION

List of Information – Amesbury School, Churton Park, Wellington

NO CONTRACT FINAL DESIGN DRAWINGS OR SPECIFICATIONS WERE AVAILABLE OR AS

BUILT DRAWINGS.

- Additional funding

- Approval and request of additional funding for Construction P1

- Completion 1 of 4 – Contract Completion Documentation

- Confirmation of Practical Completion P4

- Code Compliance Documentation P18

- Statutory Test Certificates P35

- Producer Statements P55

- Warranty Agreements – Construction P103

- Defects Inspection List – Not included

-

- Completion 2 of 4 - Warranty Agreements

- Fourteenth Schedule – Form Of Guarantee – Contractor and Subcontractor and continuity

guarantee P2 – P86

- Completion 3 of 4 - Warranty Agreements

- Fourteenth Schedule – Form Of Guarantee – Contractor and Subcontractor and continuity

guarantee P1 – P58

- Warranty Agreements – Consultants P59 – P76

- As-built Drawings and Maintenance Manuals (No drawings or Manual) P77 – P78

- Completion 4 of 4

- Contract Register Data Entry Form P1

- Guaranteed maximum price design and build contract relating to Amesbury Drive School

- Overview P2

- First Schedule – Special Conditions of Contract P4

- Second Schedule – Contract Agreement P10

- Third Schedule – Amendments of General Conditions of Contract P17

- Fourth Schedule – Form of Contractor’s Bond P49

- Fourteenth Schedule – Warranty and Guarantee P52

- Fifteenth Schedule – Agreement in Respect of Off-Site Materials P61

- Sixteenth Schedule – Form of Weathertightness Guarantee P67

- Appendices P69

- Appendix E: The Principal’s request for proposal for the project P70

- Appendix F: Master Plan Requirements P71

- Appendix G: Form of GMP Breakdown – Summary P73

- Appendix H: Form of detailed cost plan P74

- Contractors Involved

- Executive Summary - Contractor list included P1

-

- Design 1 of 6

- Executive Summary P1

- The Brief P2

- Vision P3

- Education Focus Group and Site Analysis P5


- Design Statement P7

- 3D Renders P9

- Floors Plans P14

- C21 Learning Environments P15

- Planning Process P18

- Design 2 of 6

- Programme P1

- Master Programme Diagram P3

- Risk Assessment P4

- Building Services Scope P5

- ESD Summary Report P9

- Traffic Report P19

-

- Design 3 of 6

- Traffic Report P1

- Acoustic Report P6

- Design 4 of 6

- Accessibility Review P1 – P4

- Design 5 of 6

- Appendix A – Architectural Drawings P1 - P11

- Design 6 of 6 – Guaranteed Maximum Price (GMP)

- GMP Proposal P1

- GMP Summary P3

- GMP Consultant Summary P4

- GMP - Trade P5

- GMP - Site works P6

- GMP - Buildings P7

- Funding

- GMP Recommendation P1

- GMP Submission review & Recommendation P3 – P9

-

- M2 Summary

- Sqm Summary of Stage 1 and 2 P1

- Maintenance Planner

- Yearly Maintenance Planner P1

- MOE Certs

- Occupancy Use Certificate P1 - P2

- Construction Observation Certificate P3 - P4

- Project Plan P1

-

- Weather tightness

- Weathertightness review P1 - P13

- Note: No 10YPP during the maintenance period.


Opus International Consultants Ltd The Westhaven, 100 Beaumont St PO Box 5848, Auckland 1141 New Zealand t: +64 9 355 9500 f: +64 9 355 9583 w: www.opus.co.nz

Documents

POST OCCUPANCY EVALUATION · Evaluate the end product of the completed school facility in terms of its compliance with the MoE guidelines. ... Replace the drain gratings. Post Occupancy